Implementing a Social Emotional Learning Unit Amid a Pandemic

Abstract

The purpose of this action research is to implement a six-week Social Emotional Learning (SEL) unit amid the COVID-19 pandemic. The unit was delivered to 26 students, who are in first, second and third grade, also known as a Lower Elementary classroom. Many of the students are minorities, live in an urban setting and are on the Free or Reduced Lunch program. Students engaged in a weekly SEL read aloud book presented by the classroom teacher, with follow-up activities and discussions. Students completed Daily SEL Feelings Check-Ins using the Zones of Regulation, on Seesaw. A student survey was conducted at the beginning, middle and end of the SEL unit. The classroom teacher also made qualitative observations about the students’ engagement, participation and language used in small and whole group gatherings. The research result revealed students did not come to school ready to learn. Students needed to feel safe before they were ready to learn. The pandemic made it difficult to practice SEL skills in the classroom due to COVID-19 restrictions. There were unexpected outcomes that resulted in extra lessons presented in the classroom. The study emphasizes how important it is to concentrate on SEL since returning to in-person learning following the statewide school shut-down during the COVID-19 pandemic.